Audiovisual media play a significant role in achieving meaningful learning in the student; therefore, the teacher must possess skills, abilities, strategies and knowledge in the use of audiovisual media as support within the classroom; in turn, they must have skills and abilities in the proper use of these media and incorporate them in the development of the teaching-learning process (Marcos & Moreno, 2019).

The research of (Estrada, 2019) proposes, currently, that audiovisual content in education is a necessary support for the updating of didactic methodologies of teachers, necessary for students in the development of competencies supported by the use of audiovisual media and new information technologies.

The current debate on science and technology have served to order modern society and transform traditional society (Barros & Barros, 2015). Audiovisual media in education are, undoubtedly, a necessary didactic resource nowadays. Its importance represents different options for learning and effective education is the purpose of this article.

1. Linguistic Skills

For (González, 2001), "the linguistic skill taught is the one that most relates the knowledge of linguistic theory in its most varied expressions with language teaching and its implications" (p.23). Language teaching is supported by its specific elements (phonology, morphology, syntax, semantics and lexicology) that favor the teacher when teaching with audiovisual support resources. In the same vein, (Castañeda, 2018) refers that linguistic skills, applied to language teaching, favor students and teachers by participating in different work sessions, which are offered in the application of the horizontal participatory paradigm in the development of scientific personality, ranging from general theories of authors who have the strengths of skills for the analysis of studies and their application, where knowledge and the use of language are also sustained, its evolution in the process of skills in communication with the purpose of achieving their personal relationship and that they are able to expand a lifelong learning, using linguistic skills and generating strategies to develop their innate experiences, acquired in their academic training of the teaching-learning process.

According to (Estrella Sánchez & Parrales Luna, 2019), current education requires motivational changes that generate significant learning in students through the use of audiovisual and technological resources that will help the teacher to play a role closer to that of collaborator and guide in educational tasks; evidently all this will imply progress in the benefit of the learning process, carried out within an environment of effective human interaction between teachers and students. Indeed, the audiovisual resources present in the teaching-learning process, as didactic support, are important since they motivate the student and the teacher to carry out a dynamic and participative process, generating enthusiasm and fun at the moment of learning. The application of audiovisual didactic resources in education would promote a greater interest and motivation in students and facilitate the teacher to achieve a high degree of efficiency, optimizing the quality of linguistic skills.

The cultural use of new audiovisual technologies and the use of electronic devices and the Internet can favor and promote learning. Indeed, the use of series, movies and television, in general, in different languages has been favored, since technology has allowed the creation and dissemination of subtitles as a tool for linguistic transfer. Both (Giddens, 2000) and (Jenkins, 2006) refer that this trend has influenced a greater visualization of linguistic diversity allowing to know a language, which has ceased to be an obstacle, in the audiovisual content is concerned; therefore, there are no linguistic barriers at this time (Deogracias & Amezaga, 2020).

1.3 Audiovisual media

The term audiovisual covers a variety of documents: sound recordings, discs, compact discs, audio cassettes, magnetic tapes, moving image documents (video cassettes, video discs, video DVDs, etc.), electronic support documents (diskettes, CD-ROMs, DVD-ROMs, video games, etc.), multimedia documents that combine components of different types (print, sound, video, electronics) and digitized still images. The audiovisual medium, defined by Moore (1990), is a range of didactic resources, called multisensory, that manages teaching by experience, using the senses, hearing and sight, recreating each content with images, words and sounds.

The Internet is one of the most used media by today's students for their learning, entertainment, interaction and communication among them, establishing particular interest in its use. It is explained that the term "audiovisual" has a wide range of contents, images, presentations, audio tracks; addressed in all areas of knowledge. Audiovisual resources are a set of images, audio, photography, infographics, interactive videos, multimedia, and other digital media that are used to write messages or content of importance to the user, which can be attractive, meaningful, and enriching for students. Audiovisual media point out content in an organized, eye-catching, dynamic and interactive way that facilitates learning at all levels of education.

The authors (Castañeda & Holguín, 2015) point out that linguistic skills are necessary in the teaching performance in the processes of motivation of communicative skills in the formation of students, they present a significant increase in the cognitive aspect. The use of audiovisual resources allows reaching levels of processing and inquiry of varied contents; it establishes the cognitive ability to achieve accurate analysis in student academic training.

The investigation of linguistic skills allows giving the scientific knowledge to the reader, allowing him to form the strategies in his linguistic processes and establish his own alternatives in the different competences, which involve linguistic, communicative, metalinguistic and metacognitive skills, proper of the linguistic knowledge; not only of the intuitive knowledge of a speaker he has about his own language, but of the knowledge about the more complex grammatical aspects that are present in the student and can produce, understand and reflect on aspects such as syntax, morphology, semantics and normative.

Linguistic ability makes it possible to explain language, in order to communicate and arises with other capacities inseparable from effective communicative processes, such as pragmatic competence, paralinguistic competence, sociolinguistic competence, discursive or textual competence, strategic competence, literary competence, semiological competence and rhetorical competence. In language education, it is necessary to broaden knowledge about linguistic resources and to develop higher order cognitive and metacognitive skills, which enable higher levels of discourse and complete and complex communicative practices.

1.4 Research objectives

To determine a new approach to education based on audiovisual resources in the development of linguistic skills.

• To identify the use of audiovisual resources in the development of language skills in today's education.
• To establish the benefits of the use of audiovisual media in the development of language skills.
• To analyze the most used audiovisual resources in education as didactic support.
• To promote the use of audiovisual media to improve linguistic skills in teaching and learning.

2 Methodology

The research is supported by a quantitative approach, basic type, non-experimental design where the use of audiovisual resources in the development of linguistic skills is recorded; the research was developed in a non-experimental type; descriptive field design. The instruments used were a 12-question questionnaire with a Likert-type scale of three categories (always, almost always and never) to measure the variables audiovisual media and linguistic skills; the sample consisted of 15 teachers in the last year of high school; the probability sample was 16 students of both sexes.

2.1. Research Materials

The materials used for the compilation of the research data consisted of a questionnaire that measured the level of audiovisual interaction that teachers have with students, being able to identify their preference through different audiovisual media, didactic activities and frequency of interaction. These are summarized in Table 2.

2.2. Research findings

Information and communication technologies are a result of the era of globalization that is within the reach of people and today are part of their lives, hence the importance in the use for education.

For didactics, audiovisual media have a significant importance in the teaching-learning process; therefore, teachers must assume their use to teach and support contents, activities and interactions in the classroom.

3. Results and Discussion

The characteristics of the participants show the percentages of the maximum score, expressed affirmatively; the responses are segmented into two categories: teachers and students in female (F) and male (M) responses. Table 3 contains descriptive statistics of scores, as well as the X is the mean between female (F) and male (M) responses; D is the absolute value of difference of affirmative response between (F) and (M).

In the audiovisual interaction, it was evidenced that students have a greater dependence on the use of media, corresponding to 70%, while teachers use it in 35% for their didactic support in the classes.

In didactic support in general, it is obtained that teachers use 69% of these tools, while students use 33.5% of this support in their school activities.

With social networks, students show a greater interest in the use of this medium with 88% while teachers make a use of 19.5% of networks in the classroom.

The frequency of support for each subject, the teacher makes greater use of 35% of audiovisual resources in their classes, for students this medium is not very attractive (15%). In relation to the free support in both cases approximately 90%, where they are won to use audiovisual media in their academic activities. Table 3 in the frequency characteristic shows that teachers are won to the support of audiovisual resources for activities in the institution, with an average of 79%. As homework is assigned to students to perform outside class hours, they rely on 90% of audiovisual resources, mainly the Internet, in support activities in home assignments; however, teachers, in 79%, use this medium for the preparation of subjects.

The preference for the use of audiovisual resources comprises three elements: Traditional audiovisual media are mostly used by the teacher in 71%, while students in 28.5% of traditional media by the emergence of Social Networks and Internet having both 90.5% and 87% respectively of use by students.